THE RATIONAL METHOD IN READING L B REVISED EDITION 'RUCTION SILVER, BURDETT & COMPANY THE RATIONAL METHOD IN READING BY EDWARD G. WARD LATE SUPERINTENDENT OF PUBLIC INSTRUCTION BROOKLYN, N.Y. Manual of instruction FOR THE USE OF TEACHERS REVISED EDITION SILVER, BURDETT AND COMPANY BOSTON NEW YORK CHICAGO SAN FRANCISCO 1920 v" THE RATIONAL METHOD IN READING PRIMER — Revised, 1919 FIRST READER — Revised, 1919 SECOND READER— Revised, 1919 THIRD READER — Revised, 1919 FOURTH READER FIFTH READER ADDITIONAL PRIMER ADDITIONAL FIRST READER ADDITIONAL SECOND READER MANUAL OF INSTRUCTION — Revised, 1920 PHONETIC CARDS FIRST SET. ' To Accompany the Primer SIVOND SET. To Accompany the First Reader THIRD SET. To Accompany the Second Reader SIGHT WORD DRILL CARDS FIRST SET. To Accompany the Primer SECOND SET. To Accompany the Primer COPYRIGHT, 1894, 1895, 1896, 190T, 1920, BY SILVER, BURDETT & COMPANY x PREFACE THE Rational Method in Reading is a combination of the word and the phonetic methods. It utilizes each for* that part of the work to which it is especially adapted. The word method is used, first as principal, because of its value in developing a habit of reading thoughtfully, and afterward as auxiliary, in order to increase the stock of word phonograms and to teach certain words which are not amenable to a phonic treatment. The phonetic method, which is introduced by easy stages during the ascendency of the word method, finally becomes the principal means of growth and progress. It gives the child power to help himself in the solution of difficulties, which the word method is entirely unable to do. The aims of the Rational Method are : 1. To make the child not only independent in his reading but generally self-reliant. 2. To enable him to read with intelligence and expression a vastly greater amount than heretofore in a given time, and thus to acquire not only a fuller vocabulary, but also greater intellectual power. 3. To put him into possession, during the first year and a half of school life, of a complete key to reading, so that no matter how soon thereafter his schooling may cease, his ability to read will be assured. The leading features of the phonetic part of the work are : 1. The presentation of the sounds and their symbols in a rational order; that is, an order in which the easier precede the harder. The easiest sounds for the pupil to use in phonetic reading are those that may be indefinitely prolonged, because the blending of these in words is most readily shown and perceived. For this reason such sounds are presented first. 2. An extensive and systematic use of word phonograms and other compound phonograms. iii 442540 IV PREFACE The difficulty which a child has in mastering a new word is in direct proportion to the number of parts he has to recognize in the word. By the use, then, of compound phonograms which, being taught as wholes, are no harder to recognize than simple phonograms, hun- dreds of long and hard words are practically transformed into short and easy ones. Thus, the word lightning, which by this method the child reads I ight n ing, is no more difficult for him than the short word left in which also he has to recognize and combine four separate sounds. 3. The teaching of an initial stock of phonograms before any phonetic reading is attempted. By this means the reading when once commenced may be carried on continuously with sufficient wealth and variety of material. 4. The training of the ear in the perception of phonetic blends, before phonetic reading is begun. The teacher accomplishes this by pronouncing words sound by sound, and requiring the children to determine in each case the word pronounced. 5. Separate daily drills in the recognition of the individual phonograms and the reading of single phonetic words. The purpose of these drills is to cultivate perception and secure rapid recognition of the phonograms and expertness in their use. No other part of the work exceeds this practice, for without it the average child would never acquire sufficient facility in sound or word recognition to make successful phonetic reading a possibility. Those who undertake this method will need : 1. To follow implicitly the directions laid down in the Manual. 2. To do their work with great thoroughness. 3. To hold expectation in check for a while and exercise patience, - looking for brilliant results only after the foundations have been laid broad and deep. In the numerous schools that have attracted public attention by their wonderful success with this method, more ground has invariably been covered during the last five weeks of the first term than during the preceding fifteen. , :., MANUAL OF INSTRUCTION EXPLANATION OF TERMS EMPLOYED Phonogram. A written or printed representation of a sound, either simple or compound ; as : f, s, 1, ing, ight Simple phonogram. A phonogram containing but one letter ; as : S, 1, O (The simple phonograms stand for one sound each excepting I, which is a union of a and e.) Compound phonogram. A phonogram containing more than one letter; as: ing, ight, ip, un (Compound phonograms represent compound sounds, which, how- ever, are taught as units.) Word phonogram. A word which has been taught by sight used as a phonogram in the representation of a longer word ; as : old in fold ail in sail (Word phonograms are really, of course, compound phonograms, but for the sake of convenience, the term " compound phono- gram " is restricted to combinations that are not words.) Sight word. A word that has been taught as a whole, and is there- fore recognized by sight alone. Phonetic word. A word to be read by means of its phonograms. Sight reading. The reading of sight words either singly or in sentences. Phonetic reading. The reading of phonetic words either singly or in sentences. 1 :2 THE It \TIONAL METHOD IN READING RULES FOR MARKING (Observed in the lists of phonetic words and in the readers.) 1. Sight words uncombined with other words should not be marked. 2. A sight word found within another word and having there its usual sound should be indicated as such by underlining ; as : ail in fail an in ant old in mold 3. Simple phonograms should be indicated in words as they appear at the heads of the phonetic lists ; as : e and o in eojil a in sap 4. Silent letters and those so obscurely sounded that their omis- sion will not involve the loss of a syllable should be crossed out ; as : e in fm^ g in ^nat o in les^n 5. A compound phonogram used as a part of a word should ordinarily be set off as a single phonogram by underlining ; as : ights in fights im in limp ings in wings 6. When a compound phonogram or a word phonogram forms by itself either the first or the last syllable of a word, it should not be marked, but should be slightly separated from the rest of the word ; as : ing in le^p ing er in mill er NOTE. — When a compound phonogram is immediately preceded or suc- ceeded by a silent letter, no other separation than that made by the silent (crossed out) letter should occur ; as : er in lo^er ed in fitted 7. When a compound phonogram which does not by itself form a syllable, is separated from the other phonetic elements of the word by a silent letter, or by an apostrophe, it need not be marked ; as : he in he^t she in she's MANUAL OF INSTRUCTION 3 FIRST YEAR. FIRST HALF-YEAR'S WORK For the work in reading ' the first half school year may be divided into three general periods. First Period : * Sight- word reading upon blackboard and prepara- tion for phonetic reading. Second Period : Sight-word reading in book — Primer, Part I — and preparation for phonetic reading continued. Third Period: Sight-word and phonetic reading — Primer, Part II. OUTLINE OF FIRST PERIOD Three lines of work are to be practiced separately every day : 1. Sight reading (see list of sight words, p. 3). 2. Drill on phonograms (see list of phonograms, p. 5). 3. Ear-training (see Phonetic List No. 1, p. 7). 1. The Sight Reading Commence with the blackboard, using script characters only, and teach to small groups of children the following list of sight words which comprise the full vocabulary of Primer, Part I. LIST OF SIGHT WORDS TO BE TAUGHT DURING FIRST EIGHT WEEKS a, again, ail, all, am, an, and, any, apple, are, at, baby, boy, bread, can, come, cow, day, do, does, dog, drink, eat, egg, for, Frank, fruit, full, girl, give, go, good, has, have, he, her, here, him, home, how, I, ill, in, is, it, Jack, let, like, look, make, Mary, may, me, milk, much, no, not, of, old, out, picture, play, see, she, some, stay, take, tell, thank, that, the, them, there, they, to, too, us, want, water, we, well, what, where, will, with, yes, you. * The time usually necessary for the blackboard sentence reading preliminary to the beginning of the Primer is about eight weeks. Some teachers will accomplish it in six weeks, while others with large classes will require ten weeks. Whatever the time required, let the preparation for the book be very thorough and complete. 4 THE RATIONAL METHOD IN READING Use the words in sentences from the very beginning. Construct short sentences of your own and make plenty of them. As far as possible work them up in conversation, several in succession relat- ing to one topic. To avoid using the sentences in the book, work up the words in a somewhat different order from that in which they are presented in the book. Never let a pupil read a sentence until he is ready to do so without a break. If the pupil hesitates in his reading, stop him at once and tell him that he must not read until he has his sentence ready. While he is getting it ready, he must have the privilege of asking for any word that he does not know. When the children begin to falter and hesitate in their reading of a sentence, teachers often tell them to hurry. This is a great mistake. We do not wish them to hurry. ' We wish them to read in a natural manner without breaks. If a child reads without expression, help him to get the thought by questions and by remarks on the subject matter. Keep his mind fixed upon the thought expressed, and his manner of- expression will become more natural. If, however, you still fail to secure the expression you wish, you may as a last resort read the sentence properly for him, asking him to read it over after you. With a class particularly unresporisive in expression, it is often a good thing in the models you set to exaggerate somewhat in emphasis and inflection. The pupils should be taught to recognize the s and ing forms of all words in the list which take these endings. This may be easily accomplished in the following manner : When a few singu- lar nouns and three or four verbs have been learned, write one of them upon the board and ask the pupils to tell what it is. Then add s to it, and tell them what it is. Next write another word, have it read as before, add s, and ask the pupils to tell you what the word is. Continue this practice until they can distinguish without difficulty the simple and the s form of every familiar word. Teach them in the same manner to recognize the ing form and afterward the form with ings. Leave until near the end of this period words like goes MANUAL OF INSTRUCTION 5 or making, in which the change to the s or ing form involves the addition or the elision of e. 2. The Drill on Phonograms This is a preparation for phonetic reading which, to be effective, must be thorough. It should begin with the first blackboard work and continue without intermission until Part I of the book has been read. The phonograms of this group comprise those used in the first phonetic reading. LIST OF PHONOGRAMS TO BE TAUGHT IN FIRST PERIOD f, 1, m, n, r, s, --a, e, o,--ing, ings, ight, igtits Begin with /. Write it on the blackboard, and tell the children what it is. Give the sound, not the name. (No letter names should be taught during the first half year.) Have a little practice upon this sound, then leave it. Many times during the day ask them unexpectedly what it is. On the following day teach m in the same way. Keep both characters on the board for two or three days, changing their relative positions from time to time, or writing a number of each and mixing them irregularly. Have frequent short drills on these two sounds, / and m. Next teach s in the same man- ner, and drill on all three phonograms for a day or two. Continue in this way until you have taught five or six of the phonograms ; then begin the use of Set I of the Phonetic Cards. In your drill show the pupils the script side of the cards only. Stand where all in the class can see distinctly, holding in your hand the cards for all the phonograms thus far learned. Taking the pupils in order, show each one a phonogram. If he does not name it instantly, have the others prompt him. This will cause every child to study every phonogram, and will greatly increase the effectiveness of the drill. You will soon be able to cover a class of fifty in two or three min- utes. This exercise should be given two or three times each day. At first many of the pupils will fail, but in a few days you will note a decided improvement, and finally most of the children will 6 THE RATIONAL METHOD IN READING be able to name any of the single phonograms without hesitation. This is what they must do before they can read by means of these characters. In concluding this part of the subject, three cautions are neces- sary : First, never attempt to teach a phonogram until you are abso- lutely sure that you yourself have the right pronunciation of it. To secure the correct pronunciation of any phonogram give the sound in connection with some word in which it occurs as the initial sound if possible, as r in rat, I in little. Second, never accept from your pupils anything but the exact pronunciation of any phonogram. Third, never teach a new phonogram until all those previously pre- sented have been thoroughly learned. 3. The Ear-Training This, like the teaching of the phonograms, is a preparation for phonetic reading. Like the latter, also, it should begin at the very commencement of the term and be practiced daily. With brisk work, five minutes a day with the children all together should suf- fice for this drill. The teacher slowly pronounces some word in Phonetic List No. 1, showing plainly the phonograms of which it is composed, as m-at. The children listen and then tell the word mat. The teacher gives s-ing. Children tell the word sing. Continue this practice, giving again and again all the words in Phonetic List No. 1. In the ear-training, as you give the sounds of a word, whether there be two phonograms, as in the first group, or three or more, as in later groups, do not run the sounds together, but always make them entirely distinct and separate. Let the children blend silently and then give the word aloud. Do some individual work each day. MANUAL OP INSTRUCTION 7 PHONETIC LIST NO. 1 To be used for Ear-Training in First Period, and for Blend Drill in Second Period, during the reading of Primer, Part I. PHONOGRAMS: f, 1, m, n, r, s, - - a, e, o, - - ing, ings, ight, ights, — and short sight words from Primer, Part I. fail, fails, fall, fan, fat, fight, fights, fill, fin, fit, fits, fold, land, light, lights, mail, mails, man, many, mat, Mat, meat, meats, might, mill, mold, najl, nails. Nan, Nat, neat, night, nights, rail, rails, ran, rat, right, rights, rill, ring, rings, sail, sails, Sam, sand, sat, seat, seats, sight, sights, sill, sing, sings, sit, sits, sold, swell, swells. An^/i, }£no^, oji, fus^, ^nat, J£ne^, }tmt, j£nrts, lam]/4, niitj!, mus^, sno^. e^lr, e^l, la/, Le^, lo^, ma/, Ma/, mo^, ra/, Ka/, ro^, sa/, se^i, so, so^, ^rmg, Brings. eat^n, he^l, he^tr, hejil, |ino^n, j^no^ing, me^l, me^tn, o^r, 5^0, o^ing, o^n, seem, seen, yonr. can not, fail ing, fall ing,, fanning, fighting, fill ing, fold ing, land ing, light ing, mail ing, molding, nail ing, railing, railings, ring ing, 8 THE RATIONAL METHOD IN READING sail ing, seat ing, seem irig, sing ing, swell ing, swell ings, with in, with out. fitting, fussing, he^l ing, he^r ing, ]£nit]t!ing, la/ing, losing, matting, me^,n iug, moving, mussing, o^n ing, rowing, sa/ing, savings, sitting, snoring, sowing. fe^r, fe^l, fo^m, fo^ir, ^nats, lam^, lan^, le^f, le^n, Leo, lighten. litjUj£, lo^f, man^, Mat's, mit^n, mo^n, mor^, mo\^n, nam^, Nat's, ne^ir, ra^n, ratjKl^, rms^, ro^lr, rolj, saf^, sal^, sam^, satin, se^l, se^m, sor^, ^rit^n. flat, fle^i, fling, flings, flo^, frS^, fright, slam, slat, slight, sling, slings, slit, slo^, small, snail. OUTLINE OF SECOND PERIOD Sight reading from the Primer, Part 7, and further preparation for phonetic reading. Three lines of work are to be practiced separately every day. 1. Sight reading from Primer, Part I. 2. Drill on the phonograms. 3. Drill on the blend. 1. Sight Reading from Primer, Part I As soon as pupils know all the eighty-seven sight words taught in the First Period, and as soon as they can without hesitation read from the blackboard short sentences constructed from these words, they are ready to begin the book. They must first, however, be- MANUAL OF INSTRUCTION 9 come familiar with print, for up to this time script only has been used. A few days before commencing the reader, begin to train the eye in the recognition of print. Write in script a short sentence upon the board and underneath it place the same sentence in print. Have the children read the script, then the print. Write another sentence in the same way and continue the practice until the pupils are proficient in recognizing the printed form. Then reverse the order, placing the print above and the script below. Cover the script and ask the children to read the sentence in print, showing them the script only as they need help. In using cards for the daily drill on sight words and phonograms, show now the printed side as well as the script. Pupils will soon become perfectly familiar with print and will then be ready to be- gin the primer. Use script for blackboard work as before. The reading in the book will give sufficient practice in print. For each reading lesson in the book, there should be a regular daily preparation with the children. The sight words employed in the lesson should be thoroughly reviewed and used in sentences on the board. Explanation of the subject matter, study of the picture, and conversation with the children will make the lesson doubly in- teresting and profitable to them. After this preparation in class, the pupils should be given a short time in which to study individu- ally before the recitation. 2. Drill on the Phonograms Continue practice on the thirteen phonograms taught in the First Period. Give a short drill each day upon the blackboard and with the Phonetic Cards, using both script and print side. As the knowledge of the phonograms is the foundation of all the phonetic reading and as the ability to give them in quick succession is absolutely essential to perception of the blend, too much stress cannot be laid upon the importance of this drill. It should be regular, persistent, and thorough both with individual children and with the class as a whole. 10 THE RATIONAL METHOD IN READING 3- Drill on the Blend Single phonetic words are now written on the board for eye- training in addition to being given orally for ear-training. The teacher writes upon the blackboard some word from Pho- netic List No. 1, as fat; she covers at and, pointing to /, asks the children to give the sound ; she then covers /and, pointing to at, asks them to pronounce it ; she then shows the whole word and asks them to give both sounds and to pronounce the word. If they hesi- tate in doing this, she herself may tell the word, making / long and prominent. This practice should be continued for a day or two with other words from the list. As soon as the pupils are proficient in giving the sounds in quick succession as the teacher points and in pro- nouncing the words, she should no longer cover the phonograms but should write them with the markings as they appear in the lists. After the first few days of blend work, from ten to twenty single words from Phonetic List No. 1 should be read by the pupils every day until Part I of the Primer is finished. For the encouragement of the weaker pupils the first words and every second or third wore], thereafter should be extremely easy, so that all who will try may succeed in giving the blend. This is a very important point* A glimmer of light here and there will en- courage even the dull pupils to keep trying. The teacher should always bear in mind that the object is not to have the words memo- rized but to give the pupils the ability to read them by their phono- grams. As there are about two hundred words in Phonetic List No. 1, the words of the daily drill will involve many repetitions of those previously given, but if they are selected at random, there will be little memorizing of words as wholes and therefore no serious inter- ference with the phonetic reading. To most pupils perception of the blend comes but slowly and there must be much practice before any real power is attained. Patient, persistent drill, however, will finally win success, and a MANUAL OF INSTRUCTION 11 power and facility will be given the pupil which he could not obtain in any other way. The exercise should be so conducted that every child will hope to give the next word. This will cause each one to attend closely and so gain the full benefit of the lesson. One important caution remains : If the phonograms are well learned, there will be a strong tendency among the pupils to whisper the sounds to themselves. This buzzing should not be checked. It is not disorder. It is the only means by which beginners of average ability can think the sounds, and so recognize the words. For some time they must actually hear the sounds before they can carry them mentally. OUTLINE OF THIRD PERIOD Combined sight and phonetic reading from Primer, Part 77, with further exercises to strengthen and perfect the work. Three lines of work are to be practiced separately every day. 1. Reading from Primer, Part II. 2. Drill on the phonograms. 3. Drill on the blend. 1. The Book-Reading Up to this point, the reading in the book has consisted of sight words alone. Beginning with Part II, the lessons will include some phonetic words as well as sight words. At first the number of phonetic words is small, for the children being yet somewhat slow in perception of the blend, too many phonetic words would prove an obstruction to thought getting. New sight words are added from time to time, including some that may later be used as word phonograms. New phonograms are also taught, and new phonetic words constantly introduced. In this combined sight and phonetic reading, as in the sight reading from the blackboard and from Primer, Part I, no pupil should ever 12 THE RATIONAL METHOD IN READING be allowed to read a sentence until he can do so without a break. The teacher should insist that the child read to himself before attempting to read aloud. In this way only can he get the thought and then express it smoothly and naturally. Before each day's reading, all sight words which occur in the lesson should be carefully taught or reviewed, and all phonetic words written on the board with their proper marks. These words should be read by the pupils several times as a special blend drill in preparation for the lesson. Whenever this is done, the separate " Drill on the Blend " prescribed below may be reduced by the num- ber of words thus practiced for the lesson. 2. Drill on the Phonograms This must be continued daily throughout the course. When a new phonogram is taught, the card that contains it must be added to the number used in the daily drills. This constant repetition of all phonograms previously learned is in a certain sense a review of the entire subject. It will be found very effective in bringing together at the end of the term pupils whose previous training and opportunity for attendirig school have been widely different. 3. Drill on the Blend The regular daily drill on the blend should, like the drill on the phonograms, be continued throughout the course. For the practice in phonetic reading afforded by sentences containing but two or three phonetic words is but a small portion of what is required for real proficiency. The teacher should give upon the board a daily drill of thirty or forty single phonetic words. These words are to be selected largely from the phonetic list that accompanies the phonogram learned last, but some words from lists previously given should also be included. This general blend practice each day should be in addition to the special phonetic preparation for the reading lesson in the book. MANUAL OF INSTRUCTION 13 PHONETIC LIST NO. 2 To be completed before reading Primer, page 88. NEW PHONOGRAMS: S, and the D6W WOrd phonO- grams end, other, ever, thing, up, on, ate, some, used as sight words before page 88. another, another's, any thing, any way, e^rs, e^ts^, falls, fans, fe^r ing, fejlrs, fe^l ing, fe^l ings, fe^ls, fills, fms, fle^s, fling ing, flo^ ing, flo^s, fo^lm ing, fo^ims, folds, form, forms, friend, friends, he^ls, he^irs, he^ls, j^ne^l ing, ^ne^ls, }£ne^s, j^no^s, lam]is, lam^s, lam ing, lands, lan^s-, late, la^s, le^tf ing, le^n ing, levins, lend, lend- ing, lends, Leo's, lo^n ing, lo^ns, lo^s, man^s, mate, mates, Majfs, me^ils, me^tn ing, me^ns, mend, mend ing, mends, mills, mm^o^, mitjK^ns, mo^,n ing, mo^ns, molds, mol^s, Mo^r^'s, mother, mothers, mother's, nam^s, nam ing, Nan's, never, nos^, o^rs, o^s, o\^ns, ra/n ing, ra^ns, raj's^, raj!s ing, rate, ratfl^s, rattl ing, ra/s, rills, rins ing, rms ings, ro^m ing, ro^ms, ro^r ing, ro^rs, rolling, roljs, ros^, Eos^, sal^s, Sam's, se^ls, se^l ing, serins, se^is, seems, send, send ing, sends, sills, sing, slamming, slams, slate, slmg ing, slitting, 14 THE RATIONAL METHOD IN READING smother, snoring, snowman, sno^s, some thing, s, stools, tools, up on, up right, yours. PHONETIC LIST NO. 3 To be completed before reading Primer, page 96. NEW PHONOGRAMS : I and y, - - and the new word phonograms over, what, and where. Anyi, AnyTs, any how, any one, any one's, any where, canning, blue bird, ^y0, ^y^s, ^y ing, fty fity, fifys, fifing, fity, fll^s, filing, fln^, firfj, fir^s, firing, fly, fli^s, flit, flits, fry, fri^s, frying, fy, Hero, Hero's, j£n!f^, li^, ll^s, llf^, lln^, lin^s, lln ing, ly ing, mll0, mll^s, mire, Mo^r^, my, nln^, overlook, over- looks, over see, over sees, over sight, over take, over taken, Ra/, Ra/7s, rls^, rls ing, Rover, Rover's, ry^, si^, sl^jiing, sl^s, sl^n, si^n ing, sl^ns, sly, some where, whatever, wherever. PHONETIC LIST NO. 4 To be completed before reading Primer, page 105. NEW PHONOGRAMS : k and t, terminating either a word or a syllable, -- and the word phonograms be, but, if, our, and wing. / MANUAL OF INSTRUCTION 15 ant, ants, be^ik, be^lks, be^m, be^im ing, bedims, be^n, begins, be^it, be^t ing, be^ts, be come, be- comes, be^, be^s, be^f, be^t, be^ts, be ing, e^tst, fe^t, flour, fo^, fo^s, he^it, he^tt ing, he^-ts, Jlour, jiours, lak^, lak^s, le^ik, le^lk ing, le^ks, lift, mak^, mak^s, mate, mates, me^t, ine^t ing, me^ts, mint, mit^, mlt^s, musk, must, not^, not^s, o^ik, o^Lks, 6^t, o^ts, play mate, rak^, rak^s, rak ing, rows, rust, rust ing, rusts, sak^, sak^s, seek, seek ing, seeks, she^t, sheets, sift, silk, silks, sle^k, sle^t, snil/, so^Lk, sojik ing, so^tks, sour, sours, some how, some where, swe^t, swe^t^n, sweats, swing, swing- ing, swings, we^k, we^lk^n, we0k, we^ks, wmg- ing, yiit^, ^rlt^s, ^rlt ing, ^rot^. PHONETIC LIST NO. 5 To be completed before reading Primer, page 108. NEW PHONOGRAMS : er and ers (as terminals), — and the word phonogram under. answer, answering, answers/better, betters, Easter, eater, eaters, fatjfer, feeler, feelers, flfer, flfers, fight er. fighters, finer, fitter, fit- jfers, fold er, fold ers, flatter, fly er, fly ers, he^r er, 16 THE RATIONAL METHOD IN READING hearers, in^er, kinder, ^nitjCer, ]^nit)t!ers, lamer, lat er, la/er, la/ers, le^n er, lend er, lend ers, letter, letters, lift er, lift ers, lift ing, lifts, light er, lighters, litjfer, Uttering, IrtjCers, lo^er, lowering, lowers,- mak er, mak ers, manner, manners, matter, matters, me^n er, mill er, miU ers, mold er, mold- ers, mo^er, movers, ne^lr er, neat er, old er, outer, o^n er, owners, ringer, ringers, roller, rollers, ro^er, rovers, saf er, send er, send ers, sift er, sift ers, sift ing, sing er, smg ers, slates. slight er, slower, sly er, small er, snif/ing, snif/s, so^er, sobers, supper, swe^t er, think er, think- ers, under go, under take, under stand, we^k er, wetjfer, ^rit er, PHONETIC LIST NO. 6 To be completed before reading Primer, page 111. NEW PHONOGRAMS : o and ck, — and the word phonograms corn and to. acorn, befor^, be friend, be Ijfef, be lo\^, day- light, fa^nt, fe^st, flak^, flam^, flam^g, fle^t, flint, flo^t, fl5ck, flo^ir, flo^n, f6nt, fram^, Fn day, frock, ^nock er, knockers, ^nocking, ^nocks, MANUAL OF INSTRUCTION 17 J£not, knots, Jhiotjting, legist, lock, locking, locks, los^, lost, lot, lots, mm^o^s, mock, mock er, mock ers, mock ing, mocks, mar^o^, mos^, most, Sf J, offend, of^er, offcr ing, offers, of^n, of^n er, rock, rock er, rock ers, rock ing, rocks, rot, rots, rot^n, rotting, slim^, sme^ir, smears, smil^, smok0, smother ing, smothers, snak^, sne^ik, snor^, snor- ing, snores, sock, socks, soft, sof^n, sor^o^, to- moif o^, up ro^r. PHONETIC LIST NO. 7 To be completed before reading Primer, page 113. NEW PHONOGRAM : p. , he^p, he^lp ing, he^ps, lamp, lamps, le^p, ing, le^ps, lop, lopping, lops, mop, mopping, mops, mop^, mop^s, mop ing, op^n, op^n er, op^n ing, op^n ings, op^ns, pail, pails, pa|n, pa^ns, pal^, paler, pan, pans, pan0, pan^s, pap er, pap ers, past^, pat, pats, patter, pat- jtering, patters, patting, paf, pacing, pa/s, pe^, pe^ls, pe^l, pe^l ing, pe^ls, pe^p, pe^p ing, pe^ps, pl^, pi^s, pil^, pll^s, piling, pill, pills, pin, pinning, pins, pin^, pin ing, pln^s, .plp^, pip er, 18 THE RATIONAL METHOD IN READING pipers, pipj^s, piping, pit, pits, pok^, poker, pok ers, pok^s, pok ing, pol^, pol^s, PolJ, pop, popper, poppers, popping, pops, re^p, reaper, re^p ers, re^ip ing, re^ps, rlp^, rip^n, rip er, romp, ropd, rop^s, rop ing, she^p, sheep's, sle^p, sle^p ing, slop, slop^, smp^, so^p, so^ps, sop, sopping, sops, stoop, stoop ing, stoops, swe^p, swe^p er, swe^p ers, swe0p ing, sweeps, we^p, we^p ing, we^ps. PHONETIC LIST NO. 8 To be completed before reading Primer, page 116. NEW PHONOGRAM: t any where, -- and the word phonograms arm and who. , be^tl^s, But ler, butjfer, but^n, but^ns, farm, farm er, farm ing, farms, pa^nt, pa^nt er, pa^nt ers, pe^pl^, plaj^n, plan, planning, plans, plan^, plant, plate, plates, platter, platjfers, play er, play ers, pleat, pleat ing, pleats, plot, pork, post, pot, potjfer, potters, potjting, pots, poyir, po]ir ing, pojirs, pout, i)Qut ing, pouts, pra^s^, Pratjl!, Prates, pra/, pra/ing, pra/s, prop, pup, pups, . ro^st, span, spans, spat, spatjter, MANUAL OF INSTRUCTION 19 spatters, spe^lk, spe^ir, spend, spend ing, spends, spi^s, splk^, spill, spill ing, spills, spilt, spin, spinier, spinners, spinning, spins, spin^, spir0, splt^, spok^, spot, spout, spout ing, spouts, spy, spy ing, stajhi, stak^, stal^, stall, stalls, stami/ier, stami/iers, stamp, stand, stand ing, stands, sta/, sta/ ing, sta/s, st^ak, ste^ll, ste^im, ste^l, ste^r, stil/, stiljf^n, stif^er, still, still er, stock, ston^, stol^, stop, stor^, tail, tails, taken, ta!0, tal^s, tall, tall er, tain^, tarn er, tam^s, tarn ing, tan, tanker, tankers, tanking, tan§, tap0, tap er, tap ers, tap^s, tast^, tatter, tatjters, tatjUl^, te^, te^is, te^ls^, te^is ing, te^tm, te^ms, te^tr, te^rs, tend, tending, tends, tiff, ti^s, tight, tighten, tighter, tlinjf, tlm^s, tm, tinging, tms, tln0, tm^s, tir^, tir ing, to^ist, to^, toeing, to^s, told, Tom, Tom's, ton0, ton^s, top, top^l^, tops, tor^, torn, tos^, tossing, tojC, Tot, totjfer, totjfers, totjTl^ tra/n, tra/, tra/s, tre^Lt, tre^, tre^s, trip^, trill, trill ing, trills, try, trl^s, try ing, tusjfl^, ty ing, whom, 20 THE RATIONAL METHOD IN READING PHONETIC LIST NO. 9 To be completed before reading Primer, page 120. NEW PHONOGRAMS : e, and k anywhere, - - and the word phonograms each, saw, and when. ac]/l^s, aeM ing, eak^, cak^s, call, eall er, call ers, eall ing, calls, camp, camp ing, camps, can^, ean^s, eap0, cap er, cap ers, eap^s, cas^, eat, eats, eat's, eat]t!l^, elajhn, elam, clatter, elatjters, ela/, ele^n, ele^ir, elim^, climber, climbers, elmg, eling ing, eHngs, elo^k, elSck, elos^, elos^, elover. €5^1, eo^ist, eo^t, eo^ts, eoeo^i, eof;fe^ eok^ eold, cold er, colds, colt, eom^, combing, coml/is, copper, cor^, eor^s, *eor ing, eost, cot, cots, cram, cramming, crams, cramp, eran^, crate, ere^ik, cre^tm, ere^k, cre^p, ero^ik, crock, crop, cros^, cro^, crowing, ero^s, crust, cup, cups, Kate, Kate's, ke^p, ke^p er, ke^p ers, ke^p ing, ke^ps, kill, kill ing, kills, king, kings, kit, kits, kitjt^n, kitjt^ns, kitj^n's, nam^sak^, over- work, peach, preach, preach ing, reach, reach ing, scal^, scamp, scant, scatter, seatjfers, scold, scold er, seold ers, scold ing, scolds, Scot]!!, see- MANUAL OF INSTRUCTION 21 saw, skate, skill", skifjfs, skill, skin, skinning, skms, sky, skies, teach, teach er, teach ing, work er, work ers, work ing, work man. WRITING AND SPELLING The teaching of writing and spelling should begin almost simul- taneously with that of reading. Pupils should be taught to copy words as wholes and write them from dictation, but up to the time of the completion of the Primer there should be no attempt at oral spelling. Even the calling of letters by their names should be care- fully avoided, for until the children have become strong in the use of the letters as phonograms, their names prove stumbling blocks in the reading. Soon after the middle of the year, the alphabet should be taught in alphabetical order, capitals and small letters at the same time. Nearly all the consonants and the long sounds of the vowels have been learned and, inasmuch as the children know the sounds and their written symbols, the names of the letters will easily be fixed in mind. As soon as the alphabet has been learned, spelling, both oral and written, should begin. At first take easy sight words from the Primer and also have the pupils give the letter names of all phono- grams thus far learned. Then select from the phonetic lists words for spelling having two phonograms, and later those having three phonograms. At the end of the year children should be able to spell fifty short sight words and one hundred and fifty phonic words. 22 THE RATIONAL METHOD IN READING FIRST YEAR. SECOND HALF-YEAR'S WORK The work of the second half-year does not differ essentially from that of the third period of the first half-year. New phonograms are introduced from time to time and likewise new sight words, some of which are used as word phonograms as the work proceeds. The sight words should in every case be taught in script on the blackboard and read in many short sentences before attempting the book lesson in which these words occur. In like manner there should be a special phonetic preparation by means of a blend drill of all phonetic words contained in the lesson. The oral reading of every lesson should be preceded by its silent reading and this, to be made in the highest degree effective, should be accompanied by questions and comments by the teacher. It is sometimes well, either before the silent reading or after the reading in class, for the teacher to read the lesson aloud to the children. This course, besides providing good models of expression, will convey to the pupils many a meaning which would otherwise perhaps be entirely overlooked. Much stress has been laid upon the necessity of requiring a child to get Ms sentence ready, tfyat is, to read to himself before attempting to read aloud. Without scrupulous attention to this plan the teacher cannot hope to secure thoughtful, expressive reading on the part of her pupils. The drill on the phonograms should be given daily and should include all sounds thus far taught. The drill on the blend should be continued by the use of the phonetic lists prescribed and by the special phonetic practice in preparation for each day's reading lesson. NOTE : Phonetic Lists Nos. 10-29 are for use in blend drills in connection with the reading of the First Reader. In the lists following No. 21 the com- pound phonograms ck and sh having become sufficiently familiar are used with- out underscoring. For the same reason, where a double consonant, as ff or pp, occurs in the middle of a word, neither member is crossed out. In such case, care may be necessary to prevent pupils from getting the idea that each of the two members is to be sounded separately. MANUAL OF INSTRUCTION 23 PHONETIC LIST NO. 10 To be completed before reading First Reader, page 16. NEW PHONOGRAM : a. Set, act ing, acts, Al^an, Allan's, aster, asters, attack, attend, attends, attend ing. be for^, butterfly, butterflies, cackl^, cap, caps, easjfl^, crack, fact, flap, frighten, frost, lack, lack- ing, lacks, lap, lapsing, laps, mar^'o^, map, mapl^, maples, nap, napping, n&ifo^, pack, pack ing, ple^ls^, polit^, potato, potatoes, rack, racks, rap, rapping, raps, sack, sacks, sap, slap, smack, snap, stack, stand, ston^, stones, smll ing, swe^p ing, tack, tacking, tacks, taljo^, tap, tapping, taps, tas^01, tas^ls, tomato, tomatoes, track, trap, under stand, ^rap, ^rapfier, ^rap|iers, PHONETIC LIST NO. 11 To be completed before reading First Reader, page 33. i c* NEW PHONOGRAMS : ' ? | .' ., and ip. Uck at]l!ic, attics, click, click ing, clicks, colic, comic, frolic, kick, kick ing, kicks, lick, lick ing, licks, mechanic, nick, nicks, pick, pick er, pick ers, 24 THE RATIONAL METHOD IN READING picking, picks, pickl^, pickles, pickling, picnic, prick, prick ing, prickl^, pricks, sick, sicken. sickl^, snick er, snick ers, stick, stick ing, sticks, stock ing, stock ings, street, tick, tick er, tick ers, tick ing, ticks, tickl^, tickling, tickles, trick, trickl^, clip, clipping, clips, erip|il^, lip, Hps, nip, nippers, nipping, nips, pippin, pippins, rip, rip- ping, rips, ripi^, ripj/Sl^s, ripping, sip, sipping, skip, skipper, skippers, skipping, slip, slipper, slippers, slipping, slips, snip, snipping, Tip, Tip's, tip, tipping, tip-to^, tre^-top, trip, tripling, trips, triples, yesterday. PHONETIC LIST NO. 12 To be completed before reading First Reader, page 41. NEW PHONOGRAMS: im and is (not is), — also the word phonograms ice, new, and wind. crimp, crimps, Knew, limM, lim^s, limp. limp ing, limps, mice, mimic, mimics, mistake. mistakes, mistaken, nice, primer, primers, ra|sj!n, rajs^ns, rim, rims, simpler, snnpl^, skim, skim- ijier, skimmers, skimming, ski^s, slice, slim, slimier, spice, Tmi, Tim's, trice, trim, trimi/ier, MANUAL OF INSTRUCTION 25 trimi/iing, trimi/iings, trims, windo^, windows, assist, crisp, fist, fists, frisk, in sist, kis^, Jds$- ing, lisp, lisp ing, lisps, list, lists, listen, ligj^n er, listen ers, lis^n ing, lis^ns, Mis^, mis^, missing, mist, Mister, risk, risk ing, risks, sister, sisters, sister's, i^rist, grists. PHONETIC LIST NO. 13 To be completed before reading First Reader, page 43. NEW PHONOGRAM: W.* frost ing, scour, scour ing, scours, swam, swift, swim, swimmer, swmii/iers, swimming, swims, swin^, swor^, twice, twin, twins, twin^, wafer, wafers, wail, wail ing, wails, waj't, wa/t er, waf- ers, wa|t ing, wa^ts, wa|st, wick, wicks, wTick er, witt, wife's, wilt, wilt ing, wilts, wm, winder, winders, winding, windings, wrms, win^, wm^s, winter, winters, wip^, wip er, wlp ers, wlp^s, wlp ing, wir^, wirjfg, wlr ing, wis^, w^Is er, wisp, wisps, wak^, wor^, worn. * The real sound of this phonogram cannot be given alone. It is that peculiar slide or twist that occurs between long oo and any other vowel sound when we attempt to pass from one to the other without stopping. Thus : oo8t, ooa^, etc. We therefore teach the children to call it oo and,> u\ words, to smother or shorten the vowel part to the point of suppression. 26 THE RATIONAL METHOD IN READING PHONETIC LIST NO. 14 To be completed before reading First Reader, page 47. NEW PHONOGRAMS : 6, est, leSS, arrest, cap less, cold est, crept, crest, eejio, eejlo^s, ee}l6 ing, Eljen, Eljen's, elm, 6ls0, end- less, enter, Esther, fattest, fearless, feljo^, felt, fester, finest, flattest, forest, forget, freest, friend less, fret, fusses, jion est, ill ness, kept, ket)(!10, kind est, kind ness, kisses, ]£nelt, lam^- ness, lam est, lat est, ledf less, le^n est, le^st, left, lent, Lent, les^Sn, lest, Lester, let, letter, letting, lets, light est, llty less, like ness, lowest, me^n est, me^in ness, me^nt, meljo^, melt, men, mes^, met, misses, musses, ne^r est, neat est, neatness, neck, necks, NelJ, Nell's, nest nes)fl^, net, netting, new est, nodding, od^l est, old est, pajfri less, pal est, peaches, peck, peck ing, pecks, pen, pens, pepper, peppers, pest, pester, pet, petjting, pres^, ra/n less, reaches, rest, rest ing, rim less, rip est, saf est, s^ent, se^im less, self, selj, selling, sens^, sent, set, setter, setting, sjck ness, slight est, slimiest, slowest, MANUAL OF INSTRUCTION 27 sly est, small est, smell, sor est, sor^ ness, sour- est, sour ness, spell, spent, stem, step, stifjfest, stiffness, still est, still ness, swe^it, tall est, tam- est, teaches, te^-set, tearless, ten, tent, test, test ing, tight est, tir^ less, tre0 less, we^k est, we^k ness, wept, West wis est, ^ren, PHONETIC LIST NO. 15 To be completed before reading First Reader, page 52. NEW PHONOGRAM: d terminating a word or a syllable. Teach effect, not separate sound. Put fill and filled on the blackboard, and call attention to the difference in appearance and the corresponding differ- ence in sound. Then write call and called, and let the scholars try to name the latter. Repeat the process with other well-known words. ans^er^d, arm^d, be sid^, but)ter^d, called, elad, eom^d, eor^d, erl^d, €ro^0d, e^d, eejlo^d, 0y^d, failed, fan^^d, formed, fe^r^d, fll^d, filled, flo^d, fo^im^d, fre^d, fri^d, frilled, he^l^d, , killed, la/d, lam^d, le^n^d, li^d, light- ^d, lo^ln^d, lo^d, mad^, mailed, mo^^d, nailed, nam^d, op^n^d, o^d, , pa/d, pii/n^d, pe^l^d, pen^^d, pll^d, pin^d, played, poyir^d, pra/^d, rajh^d, 28 THE RATIONAL METHOD IN READING re^d, re^d, ro^m^d, ro^d, rod^, rolj^d, rusjKl^d, sailed, saw^d, seour^d, se^l^d, se^m^d, seemed, sl^ja^d, sl^n^d, simijfier^d, sm^d, skim- i/i^d, skin^d, smiled, sno^d, so^d, sol^d, soured, so^d, spilled, sta/^d, swelled, tam^d, tan^^d, te^s^d, tickled, tl^d, tlr^d, tit)t!er^d, tolj^d, tri^d, trilled, trimi/i^d, trod, wailed, watered, ^d, wlr^d. , fe^d, f/eld, find, in sld^, ladder, ladders, le^ld, le^id er, le^d ers, le^d ing, le^ids, lo^d, lo^d- ing, lo^ds, mad, maddest, maj!d, maj'd^n, mild, mind, ne^d, pad, padding, pads, pad(J10, ped^l^, peddler, pla;!d, prid^, re^d, re^d er, re^d ing, re^ds. red, redder, reddest, rid^, rider, rtd^s, riding, rind, ro^d, sad, sadder, saddest, sadfi^n, sld^ spad^, spe^d, ste^d, s^ord, tld^, to^d, wad0, wad^s, wad ing, we^d, we^d ing, we^ds, se^we^ds, wedding, wid^, wld0n, wld er, wid est, wild, wind. PHONETIC LIST NO. 16 To be completed before reading First Reader, page 54. NEW PHONOGRAMS: d (Pronounced like £), — and the word phonogram bush. MANUAL OF INSTRUCTION 29 eak^d, cocked, fif^d, fus^d, ic^d, kicked, kis^d, Jhiock^d, lacked, le^d, le^p^d, licked, lik^d, Ihnp^d, locked, lopji^d, mis^d, mocked, mop^d, mopjJ^d, mus^d, nipji^d, over looked, over worked, packed, pecked, picked, pok^d, pop|i^d, rak0d, rapfi^d, reached, re^p^d, rms^d, rocked, rosebush, sliced, snip^^d, so^k^d, stepj^d, stop^d, spiced, tacked, ticked, tap^d, tipji^d, tos^d, , wip^d, worked, ^rap^d, ^reck PHONETIC LIST NO. 17 To be completed before reading First Eeader, page 60. NEW PHONOGRAM : . , ge^Ls^d, §e^less, ge^s ing, gelling, ge/1 ings, ge^ls, gell, gells, gent, §!der, Cyrus, fag^, fag^d, fag ing, fages, fences, forg^, haven't, iges, 19 ing, lag^, lag ing, mag^, inmg^, inmg^d, mmg ing, necklag^, nig er, nig est, mg0 ness, n^eg^, pag^, pag^d, pager, pagers, paging, pe^, peng^, pfeg^, p|eg^d, p/eg ing, p|eges, ping ers, plftg^, plag^d, plag ing, plages, flr^-plag^, fir^-plages, prlg0, 30 THE RATIONAL METHOD IN READING prlg^d, prlges, prmg^, rag^, rag^d, rag er, rag ers, rag ing, rises, smg$, spag^, spages, trag^S, trages, wmg^, winged, wing ing. PHONETIC LIST NO. 18 To be completed before reading First Reader, page 62. NEW PHONOGRAMS : U and Tin. ejuck, eriim^, cud, cuds, eiid^, eutf, euf^d, ^uf^ing, etif^s, c^iis/n, eut, eut]l!er, eutjters, eut- )l!ing, eutjtings, eutflfi, fun, furro^, }£nuckl^, luck, lump, miid, muf^, inuf^l^, miif/s, miifjfin, mutter, mut^n, num^i, numbing, numbness, num^ls, nut, nuts, nutting, peanut, peanuts, pliick, plum, puck er, puck ers, Jpud(il^, piif£ piif^d, puling, puls^, pump, rudder, rufjfl^, run, runner, running, runs, seud, seuds, scudding, seum, skull, smiit, sniiy, snuf^d, spun, stuck, stud, stuf£ stun, stun]/40d, stunning, stuns, stunt, suck, sucked, sucking, sucks, sud^i^n, suds, suffer, sufjfers, sum, sums, siimi/ier, sun, sunning, suns, swiim, tuck, tiick^d, tuck ing, tucks, un be^t^n, un- but^n, un but^n^d, un end ing, un fed, un tit, un kind, un kind er, un kind est, un lag^, un lo^d, MANUAL OF INSTRUCTION 31 un lock, un pack, un pa|d, un pin, unpin^d, un- pin]/4ing, un pins, un rolj, un saf^, unseen, un- think ing, un tiff, un ti^d, un ti^s, un til, un tying. PHONETIC LIST NO. 19 To be completed before reading First Reader, page 65. NEW PHONOGRAM : ed. arrested, attended, butted, trusted, ended, fad ed, fitjted, fled, fold ed, Fred, hand ed, he^t ed, home-mad^, home-sick, jhiotjfed, land ed, led, lift ed, light ed, lo^id ed, mat ed, matjfed, med^l^, mend ed, mold ed, Ned, ne^d ed, netted, padded, patted, ped^, petjfed, plant ed, potted, pout ed, reply, replied, rest ed, ro^st ed, rotted, rust ed, sand ed, scold ed, seat ed, sld ed, sift ed, sled, sped, tended, tilted, tested, tinted, tr6t]fed, wad ed, wa^t ed, we^d ed, wick ed, wilt ed. PHONETIC LIST NO. 20 To be completed before reading First Reader, page 67. NEW PHONOGRAMS: sh, ish. ashes, eash, clash, crash, crush, ^y^lash, finish, finished, finishing, fish, fished, fishes, fish ing, 32 THE RATIONAL METHOD IN READING fisher, flash, flesh, flush, fresh, lash, lashed, lash- ing, mash, mashed, mash er, mash ing, mush, pettish, plash, plush, pol ish, punish, punished, punishing, rad ish, rash, reddish, rel ish, rush, rushed, rush ing, shad, shado^, shad^, shad ed, shades, shading, shak^, shaken, shakes, shak ing, shalj', shaljo^, sham, shams, shap^, shaped, shapes, shap ing, shatter, shed, shedding, sheds, sheepish, shelf, shelj, shelJ0d, shelving, shells, shi^d, shield, shift, shift ed, shift ing, shifts, shm, shm^, shin ing, ship, shipping, ships, sho^l, shoals, shock, shocked, shock ing, shocks, shod, shon^, shop, shop^d, shopper, shopping, shor^, shores, se^shor^, shorn, shot, sho\^, sho^^d, shoeing, sho^n, sho^s, shuck, shudder, shudders, shuf/1^, shun, shunyl^d, shunning, shut, shutting, shutter, shutters, shut)(!l^ shy, shyer, shyest, skittish, slush, splash, street, trash, wish, wished, wisher, wish ers, wish es, wish ing. MANUAL OF INSTRUCTION 33 PHONETIC LIST NO. 21 To be completed before reading First Reader, page 70. NEW PHONOGRAM : V. , an vil, eav0, eav^d, eav^s, eav ing, elov^, elov^s, erav^, e^s, Ev^, ev^n, ^ev^n ing, ev^n- ings, evjl, fever, fevers, flv^, fiv^s, in sid^, in sist, in vit^, Jtnlv^s, le^, le^Lv^s, le^iv ing, le^v ings, level, live, liv^s, lo^v^s, pav0? pav^d, pav^s, pav- ing, pavement, pe^v ish, ravel, rov^, rov^d, rov^s, rov ing, Rov er, sav^, sav^d, sav er, sav ers, sav^s, sav ing, sav ings, sev^n, silver, shav^, shaved, shaves, shav ing, shav ings, sle^v^, stov^, twelv^, uneven, va;!n, van, vans, vanish, vas^, vejll, velvet, vend, vend ing, vend er, vends, vest, vln^, vm^s, vot^, vot ed, vot er, vot ers, vot^s, vot ing, wav^, wav^d, wav^s, wav ing, wedv^, we^v er, we^v ers, wefiv^s, we^,v ing, wlv^s, wov^, wov^n. PHONETIC LIST NO. 22 To be completed before reading First Reader, page 76. PHONOGRAMS : l, y, and ly. , all^y, earry, carry ing, gelery, gert^in ly, 9ity, eopy, country, downy, e^sy, e^si ly, empty, 34 THE RATIONAL METHOD IN READING every, family, fifty, friendly, frolicsome, frosty, funny, Igiel^, ivy, kidnap, kind ly, late ly, light ly, likely, lily, liv^, liv^d, lucky, manly, merry, merri ly, iniddl^, muddy, ne^r ly, neat ly, nice ly, on ly, pansy, pantry, pencil, politely, pony, puppy, putty, ra^ny, river, rosy, sandy, shiny, styvjJ, sil ly, sleepy, slimy, slo^ ly, smoky, soft ly, sorry, story, stories, stream, swift, swift ly, timid, timid ly, visit. PHONETIC LIST NO. 23 To be completed before reading First Reader, page 79. NEW PHONOGRAM: ch. 0" approach, be^ch, be^ch, e^ch, eajfch up, cha|n, cha^n^d, chap, chapter, chas^, chased, che^p, che^t, check ers, che^k, checks, che^s^, che^r, che^ri ly, cherry, chestnut, chick, ch|ef, child, child's, chil ly, chimney, chin, chip, chips, chirrup, chop, chor^, chuckl^, eo^ch, crunch, ijtch, kitchen, la)(!ch, lunch, majfch, mischief, nojt!ch, ostrich, pajtch, pijfch, pijtch er, porch, punch, rich, sand- wich, scratch, stitch, switch, tjziuch. MANUAL OF INSTRUCTION 35 PHONETIC LIST NO. 24 To be completed before reading First Reader, page 87. NEW PHONOGRAM: d anywhere, -- and the word phonogram six. Pronounce d as in ud, placing the tip of the tongue against the roof of the mouth before uttering the u, so as to compel the sound to come from the throat. can dy, can dl^, glder, ginder, eradl^, Cylinder, da^sy, da/si^s, dash, dashed, dash ing, de^r, degid^, deck, de^d, de^ds, de^p, de^r, delight, dentist, deny, depojf, desk, dl<^, Dick, d!0, dlm^, dimply dip, dish, dismis^, div^, divid^, doll, doll's, dornino, do^r, dos^, do^ji, dre^m, dress, dressed, dressmaker, dry, dri^d, drlvff, driver, driven, drop, drops, drov^, drum, duck, dust, in de^d, kindl^, lady, ladies, lid, me^ldo^, ne^dl^eas^, pudd!0, re^dy, repa/, rudder, shoytlder, sixty, solid, spider, strands, stroll, strolled, stroll ing, study, wmdo^, wmdo^ PHONETIC LIST NO. 25 To be completed before reading First Reader, page 93. NEW PHONOGRAM : b. Pronounce b as in ub, making the u with the lips closed. abl^, baby, back, bad, ball, banner, bat, bed, b6ll, bglt, Ben, bench, bend, bgrry, Bessi^, best, 36 THE RATIONAL METHOD IN READING bi§yety, bill, birdi^, biscuit, bit**, bitjter, black, blad^, ble^d, blind, blister, block, blo^, bo^t, bon^, bonnet, bottl^, bo^l, brav^, br^Sak, brick. bright, bring, brok^, brother, brush, brushed, browni^. bubbl^, biickl^, bud, bumbl^- be^, bunch, Bunny, bushes, cab in, club, cobweb, d^ubl^, elbo^, liberty, nibbl^, nhnbl^, nobl^, number, pebbl^, pebbles, raj^nbo^, rob, robbed, robber, robbing, rub, rubbed, rubber, sob, sobbed, sobbing, stabl^, tabl^, tr^ubl^, tumbl^. PHONETIC LIST NO. 26 To be completed before reading First Reader, page 99. NEW PHONOGRAMS : a ,6 O U, - obscure VOWels. These are vowels which cannot be crossed out because their omission would involve the loss of a syllable. Thus, re^l would read rel, ll^n would read 1m, etc. ; and yet they are so indistinctly pronounced that no one can tell in any given case exactly what the sound is. . On account of their indistinctness they are represented by the faint or skeleton letters shown above. a bodrd, a cros^, a do, a flofit, a fra^d, a larm, & light, a like, a llv^, animal, a p|e§^, a ris^, a shamed, a shor^, a sid^, a sle^p, a wa^t, a wak^, a wok^, balan<^, barrel, ^an non, ^ara way, carol, carrot, china, €!|iris)t!mas, ginnamon, coward, cur- MANUAL OF INSTRUCTION 37 rant, errand, freedom, funnel, inland, Ivory, Lena, lllae, lion, medal, melon, memory, metal, Niejio- las, now a days, parrot, pedal, period, petal, pilot, pleasant, pleasant est, pistol, present, ribbon, sa|nt, shears, toadstool, umbrella, vessel. PHONETIC LIST NO. 27 To be completed before reading First Reader, page 115. NEW PHONOGRAMS : th and til. Pronounce the first of these with the breath only, but give the second a strong vocal buzz. bath^, be ne^th, blacksmith, both, both er, breath, bre^th^, cloth, clothes, de^th, e/ther, feather, fourth, froth, he^th^n, lather, leather, moth, moths, ne/ther, ninth, panther, seventh, te^th, te^th^, tenth, thajfch, theater, the0, thes^, thick, th/ef, thl^}4, thimbl^, thm, thisjl^, thos^, tho^Ji, thrash, thread, threat, thre^t^n, thre0, throat, throng, thro^, thrush, Aum]/i, thump, thunder, thus, under ne^th, we^th er, 38 THE RATIONAL METHOD IN READING PHONETIC LIST NO. 28 To be completed before reading First Reader, page 117. NEW PHONOGRAM: n. Sounded by forcing the voice through the nose, with the mouth open and the fore part of the tongue kept down. If you have difficulty in teaching your pupils this sound separately, write 3-n on the blackboard and have it pronounced. Then change the form to an and tell the pupils that it is pronounced ang. Continue this exercise with 6n, In, 6n, and tin. Finally, mix all the forms an, an, 6n, 6n, In, In, on, on, tin, and tin irregularly, and give the children practice in distinguishing them. along, ankl^, bang, banged, bank, banker, be long, blink, blinked, bunk, chink, chunk, clung, crank, donkey, drink, drank, drunk, Frank, gong, ink, length, link, linked, long, longer, long- est, liing, oblong, pink, plank, prank, punk, ring, rang, sing, sang, sink, sank, slink, song, spank, sprang, spunk, strong, stronger, strength, string, strung, sting, stung, tank, thank, thanked, tink er, tinkl^, tinkled, tongs, trunk, twinkl^, twinkled, finely, wink, ^rin PHONETIC LIST NO. 29 To be completed before reading First Reader, page 123. NEW PHONOGRAM : g. Pronounce g as in ug, making the u in the throat with the mouth open. agat^, agre^, angl^, angry, bangl^, begin, began, , buggy, dig, e^, fig, finger, flag, frog, , MANUAL OF INSTRUCTION 39 garret, gather, gas, gav^, ge^, gift, giggl0, gimlet, glad, glory, gold, got, forgot, gra^n, grand, grand mother, grand father, grap^, gravy, gray, greedy, gre^n, gro^, grum blp, g]4gsj(, gylid^, giim, gun, gutter, lag, lantern, log, lug, ming!0, mug, peg, pig, ^popgun, pug, rag, ragged, shaggy, shingl^, feingl^, stagger, tag, tangl^, tiger, tingl^, together, tug, twig, twig§, ugly, wagon, 40 THE RATIONAL METHOD IN READING SECOND YEAR'S WORK Combined sight and phonetic reading from the Second Header with auxiliary exercises to strengthen and perfect the work. The plan of work for the second year is arranged on the suppo- sition that the class has completed the work of the first year. The children should have read the Primer and the First Reader or their equivalents ; they should know perfectly the fifty-seven sounds taught in the first year, and they should be able independently to use these sounds in the mastery of new words. But however well this work may have been done, some review of sight words and a constant review of phonograms will be neces- sary. It is suggested that teachers of the second grade read care- fully the plan of the first year so that they may review from time to time as seems desirable, and may apply all general drills and suggestions to the needs of their classes. OUTLINE OF WORK FOR THE SECOND YEAR Three lines of work are to be practiced separately every day : 1. Reading from the Second Reader. 2. Drill on the phonograms. 3. Drill on the blend. 1. The Book-Reading The material of the Second Reader, like that of the First Reader and of the Primer, Part II, consists of sight and phonetic reading. The number of new sight words, however, is extremely small, nearly all new words being mastered by their phonetic elements. As the work proceeds, additional phonograms are introduced, making pos- sible the use of new phonetic words, while sounds previously learned are constantly employed in new combinations. X MANUAL OF INSTRUCTION 41 Teachers will observe that in the case of many words which by long use have become familiar to the pupils, the diacritical marking is omitted. The directions for conducting this phase of the work — the book-reading — are the same as those already given, pages 11, 12 and 22. The importance of mental reading is again emphasized, also the necessity of a careful preparation of all sight and phonetic words in each day's lesson, through the use of blackboard sentences and of special blend drills. Teachers are also urged to prepare the subject matter each day by explanation and conversation with the children. The more the pupils know of the story at this stage of their prog- ress and the more familiar they are with all words employed, the more profitable the lesson will be and the better will be the reading. 2. Drill on Phonograms By daily use of blackboard and cards, continue the practice of all phonograms hitherto learned, and add gradually the new phono- grams in the order given below, always presenting a new sound in connection with an illustrative word. The new phonograms of the second year are fifty in number, which, with the fifty-seven taught in the first year, comprise the entire list of sounds presented in The Rational Method in Reading. 3. Drill on the Blend The method employed in this exercise has already been fully explained in the work of the first year. As soon as a phonogram has been taught, begin the corresponding phonetic list for the general blend drill, both oral and written, and practice on this list until the next phonogram and list are introduced. These lists vary in length in accordance with the time required for reading the intervening lessons. Thirty words at least should be given each day for the general drill, besides the daily drill of phonetic words 42 THE RATIONAL METHOD IN READING found in the reading lessons. It is very important to keep this work uniform, completing each phonetic list at the point in the read- ing specified in the manual. Phonetic Lists Nos. 30-50 are for use in connection with the reading of the Second Reader. PHONETIC LIST NO. 30 To be completed before reading Second Reader, page 12. NEW PHONOGRAMS : g and j. ag^, angel, arrang^, ba^g^, brifjg^, cabbages, ^ag^, ^arri^g^, ^arri^ges, chang^, tag^, ^urag^, danger, d6^, efJg^, engm^, frmg^, gem, gentl^, gently, giant, ginger, gingerbread, giraff^, jacket, jail Jan^, Jano, Japan, je^ljzius, jelly, jest, jingl^, job, Jofln, jok0, jos^, ju^, jttg. Jflgg¥> J^gg1^ 'jttnip, junk, just, 180$, magic, manger, obllg^, obliged, obliging, packag^, pigeon, porri^, postag^, rag^, savag^, stag^, stingy, strang^, stranger, villag^, w PHONETIC LI§T NO. 31 To be completed before reading Second Reader, page 16. NEW PHONOGRAMS: a and 6. almost, already, also, always, a]/iger, awning, ba^l, be^ajlg^, border, b6rn, MANUAL OF INSTRUCTION 43 , chajk, ^ra^fish, ^ra>l, darter, dwarf, fals^, fajAsSt, fayilt, f6rm, fSjigJlt, ga^dy, gna^, ^na^^d, jackda^, ja^, na]i^jit, , n6r, 6r, 6rder, pa^, ra^, reward, salt, , sayigy, sajlsag^, seald, sere^m, s^re^m^d, sha^l, short, sort, storm, stSrmy, strawberry, ' swarm, tajk, ta^^Jit, ^a^, tho^|4t, tfirch, wa)!k, walnut, war, warm, warn. PHONETIC LIST NO. 32 To be completed before reading Second Reader, page 21. NEW PHONOGRAMS : h and wh. awhll^, be^hlv^, behav^, behind, buckwheat. habit, hall, han^, Hang, happen, happiness, happy, has^n, hatchet, hate, ha^k, ha/, ha/loft, he^d, he^t, He^n, he^vy, he?lg^, he^d, Helen, help, hen, henyard, herring, herself, hickory, hidden, hi^|i, Hilda, hill, himself, hing^ history, hit, hlv^, hobbl^, ho^, hold, hol^, hollo^, holly, hop, horn, hot, hug, hum, hundred, hun^, hunter, hurry, hush, husfl^, hut, hyena, hyagmth, ke/ho!0, threshold, whal^, wh^rf, wheat, whe^l, 44 THE RATIONAL METHOD IN READING whe^lbarro^, when, whether, which, whil^, whim- per, whin^, whip, whisk, whisper, whistl^. whlt0, PHONETIC LIST NO. 33 To be completed before reading Second Reader, page 31. NEW PHONOGRAMS: OU and OW. allow, around, blous^, bou^|i, boung^, brown, chowder, cloud, clown, couch, count, crowd, crown, crouch, dou^t, drown, drowsy, eastern, floung^, flounder, flower, fountain, fowl, gown, ground, growl, ha/mow, hot hous^, hound, hous^, howl, loud, mous^, mouth, oung^, plou^'fi, poung^, pound, pouting, powder, proud, prowl, rous^, round, shout, shower, slouch, sound, south, sunflower, thousand, towel, tower, trousers, wound. PHONETIC LIST NO. 34 To be completed before reading Second Reader, page 35. NEW PHONOGRAMS : O, U, CW. balloon, blew, blo(/(m, blu^, brew, bro^m, bru/s^, brut^, cano^, chew, chorfs^, co^, co^l, crew, cruel, diamond, drew, flut^, fo^Sd, foolish, glu^, go0s^, grew, gro^p, gruel, ho^p, hospital, improv^, jewel, MANUAL OF INSTRUCTION 45 July, Jun^, juniper, prov^, prunes, ro^f, ro^ni, roflt, ruby, rud^, rul^, Ruth, se)lg01, screw, sho^, sho^t, slo^p, smooth, so^n, sg^lp, spo^l, spg(te, sto^p, strew, threw, thro^ji, truant, tru^, truth, , valley, wither. PHONETIC LIST NO. 35 To be completed before reading Second Reader, page 38. NEW PHONOGRAMS : O, U, and fill. a^ful, bashful, bo^k, bro^k, bullet, bufeher, ^opk, eoj^ky, eoyijd, ero^ik, crocked, eiicko^, eush/on, fals^ho^id, fearful, f!r0wo^id, fishhook, fo^lt, hateful, helpful, ho^d, ho0k, mouthful, no^k, pailful, pitiful, plateful, playful, pudding. pull, pullet, pulley, pulpit, push, puss, rightful. serapbo^k, sho^lk, shoyijd, skillful, spiteful, stolid, thankful, th6^}itful, to^k, truthful, willful, wolf, woman, wo^d, wo^d^n, wo^l, woolen, worsted. PHONETIC LIST NO. 36 To be completed before reading Second Reader, page 43. NEW PHONOGRAMS: a and a. a(i, ark, ayint, barber, bargain, bark, barn, eajf, €ar, card, cargo, carpenter, carpet, cart, earv^, 46 THE RATIONAL METHOD IN READING charm, crowbar, dark, darn, far, farther, garnet, garter, gl/lard, hajf , hard, hark, harness, h^art, hearth, hurra, lard, larg^, laundry, mamma, marbl^, march, market, marsh, pardon, papa, park, pars- l^y, parsnip, part, partri^g^, party, rhubarb, saunter, scar, scarf, scarlet, shark, sharp, smart, sparkl^, star, starch, start, starv^, tardy, target, advanc^, after, alas, ask, banana, basket, bass, blast, branch, brass, cask, caster, chaff, chang^, clasp, ^lass, command, dang^, draft, fast, fasten, flask, g%asp, glang^, glass, grasp, hasp, lan<^, lass, last, mask, mass, mast, master, nasty, overcast, pant, pass, past, pasting, path, plaster, polka, raft, rath er, slant, Staff, task, vast. PHONETIC LIST NO. 37 To be completed before reading Second Reader, page 55. NEW PHONOGRAMS : &r, er, ear, ir, or, ur. Pronounce like ir in sir or girl. These six characters, representing the same sound, may be taught almost as easily as one, if attention is called to the fact that every one begins with a wave-marked (~) letter and ends with an r. afterward, an^Jior, birth, birthday, burn, Cellar, gert^in, church, churn, girel^, gireus, ^ongert, deserv^, different, dirt, doctor, dollar, MANUAL OF INSTRUCTION 47 early, earn, earnest, earth, fgrtity, first, f6rwgrd, furnag^, heard, Herbert, Jionor, hurt, j^urn^y, kernel, lantern, learn, mer chant, mortar, mustard, orchard, parlor, passenger, pattern, pearl, perch, perfect, person, poplar, purr, purpl^, purpos^, purs^, sailor, s^jlolar, search, servant, serv^, sir, skirt, stern, stir, surpris^, tailor, third, thirsty, thirteen, thirty, Thursday, toward, turkey, turn, turnip, turtl^, whether, word, world, worm, worst. PHONETIC LIST NO. 38 To be completed before reading Second Reader, page 60. NEW PHONOGRAM : 6. Pronounced like U. amon^, be lov^d, blo^ld, ^olor, comfort, com- pany, compass, ^over, ^ovet, ^urt^in, discover, don^, dov^, flojzid, flourish, front, gallop, glov^, grandson, hon^y, hon^y^om]^, lov^, lovely, Mon- day, mon^y, monkey, m6nth, non^, nothing, ov^n, , recover, shov^, shovel, somerset, son, , stepson, stoma€|4, thoro^ji, ton, tonj^, toj4ch, turtl^dov^, uncover, undon^7 won, won- der, wonderful, worry. 48 THE RATIONAL METHOD IN READING PHONETIC LIST NO. 39 To be completed before reading Second Reader, page 71. NEW PHONOGRAMS : oi and OJ. ahoy, annoy, appoint, avoid, boil, boisterous, broil, bytoy, choig^, ^oU, ^om, destroy, doily, em- ploy, enjoy, enjoyed, hoist, join, joint, jointed, joist, joy, joyful, joyfully, loin, loiter, moist, noig^, noisily, noisy, oil, oily, overjoyed, oyster, parboil, point, pointer, poison, pois^n^us, re- joi<^, Roy, royal, sirloin, soil, spoil, tinfoil, toilet, toil, toilsome, toy, uncoil, voi§^, voyag^. PHONETIC LIST NO. 40 To be completed before reading Second Reader, page 75. NEW PHONOGRAMS: U, 6W, Ure. abus^, a^cus^, ainus^, argu^, avenu^, b^utiful, bugl^, ^ul)^, cupola, ^ure, ^uri^us, de"w, disput^, dur ing, duty, endure, ew^, fail ure, few, fig ure, funeral, hug^, January, mer^uiy, mew, mugilag^, mul^, museum, music, pasture, pewter, pew, pic- ture, proeure, pupil, pure, refus^, salut^, statu^, stew, stupid, su/t, torture, tube, Tuesday, tulip, , us^, useful, usual. MANUAL OF INSTRUCTION 49 PHONETIC LIST NO. 41 To be completed before reading Second Reader, page 79. NEW PHONOGRAMS: at', air, These four characters, representing the same sound, may be taught almost as easily as one, if attention is called to the fact that every one begins with a caret ( A ) marked letter and ends with an r. air, bar^, bar^fo^t, bSr^fo^ted, bearer, bewjJr^, bugbear, dk0, efirjiSful, ^ai$ ful ly, ^ar^less, chair. dike, de^lar^ fail, fMlf, far^ fk^well, flar^, gl^, hail, hairbrush, hardwar^, har^, hir^bell, horse- hail, outwear, p^ir. par^, parent, pear. prep£r^, , repSir, s^arg^, s^arg^ly, s^ar^, shir^, snj|i$, )ar^, spSr^rib, stik, star^, swear, talebearer, tear, their, thre^dbar^, unfair, wear, wearer. PHONETIC LIST NO. 42 .To be completed before reading Second Reader, page 86. NEW PHONOGRAMS : x, ex, ex. Pronounced respec- tively ks, eks, and egz. apex, axl^, axl^tre^, bandbox, beeswax, be- twixt, box, ^alyx, ^o^x, exa^t, examin^, exam- pty, ex gept, ex chang^, ex §lt^, ex cla^m, ex ^us^, ex er §ig^, ex ert, ex 1st, ex pe^t, ex pla/n, ex- 50 THE RATIONAL METHOD IN READING plod0, ex pos^, ex pres^, fix, flax, flaxen, fox, index, lynx, mix, mixture, nexc, on yx, ox, ox^n, pickax, sexton, six, sixpeng^, sixteen, sixth, sixty, snuffbox, tax, vex, vix^n, wax, wax work. PHONETIC LIST NO. 43 To be completed before reading Second Reader, page 91. NEW PHONOGRAMS : q and qu. Pronounced respec- tively k and koo. a^qua^nt, a^quir^, a^jua/nted, a^Sliit, bed quilt, banquet, ^onqiier, garthquak^, equal, inquir^, liquid, liquor, obliqyl0, opaq^, quack, quail. quart, quarter, quc^n, que^r, quench, quick. quickly, quiet, quill, quilt, qumg^, quinm^, quir^, quit, quit^, quiver, quoit, request, requir^, squall, squar^, squa^, squeak, squeal, squmt, squirm, squirrel, squirt, unequal. PHONETIC LIST NO. 44 To be completed before reading Second Reader, page 96. NEW PHONOGRAM: Z. baptiz^, bazaar, blaz^, brazen, bre^z^, bronz^, buzz, ^apslz^, ^razy, dazzl^, dazzlmg, dizzy, , MANUAL OF INSTRUCTION 51 doz^n, drizzl^, Eliza, fizz, fizzl^, fre^z^, froz^, frozen, fuzz, fuzzy, ga]iz^, gaz^, glaz^, graz^, grizzly, haz^, hazy, huzza, lazy, lizgrd, lozeng^, lozenges, ina/z^, muzzl^, o^z^, piazza, priz^, puzzl^ raz5r, se^bre^z^, se^, siz^, sne^z^, snorfz^, sque^z^, twe^z ers, whe^z^, zebra, zero, zigzag, zinc, zither. PHONETIC LIST NO. 45 To be completed before reading Second Reader, page 109. NEW PHONOGRAM : a. Pronounced like o. quality, quarrel, scallop, squab, squabble, squander, squash, squat, swab, s wallop, swamp, swampy, swan, swap, wrad, wadded, wadding, waddl^, waffl^, wallet, wallop, wampum, wan, wand, wander, wash, washboard, wash er, wasp, wajfch, watcher, wra)t!chful, watchman, whitewash, wigwam, yaj^|4t. 52 THE RATIONAL METHOD IN READING PHONETIC LIST NO 46 To be completed before reading Second Reader, page 113. NEW PHONOGRAMS : y and 1. The sound represented by these two phonograms cannot be given alone. It is that peculiar slide or twist that occurs between long e and any other vowel when we attempt to pass from the former to the latter without stopping. We therefore teach the children to call it e, but in words to smother or shorten the vowel part to the point of suppression. anxious, beyond, -Christian, clothier, -e&rdial, Daniel, glazier, lawyer, le^pye^r, million, onion, opinion, senior, Spaniird, spaniel, union, un- yielding, unyok^, vermilion, vineyard, Yanke^, yard, yarn, ya^n, ye^r, yearly, ye^st, yell, yel- lo^, yet, yew, yfeld, yok^, yolk, yonder, y^iun^, >^ ^ * younger, youngest, y^un^ster. PHONETIC LIST NO. 47 To be completed before reading Second Reader, page 116. NEW PHONOGRAM : 6. Pronounced like a. bo)iq^e)l!, ^eonve/, ^roqyle)!!, disobe/, fre^|it, gre/, gre/hound, he/, ne^fi, ne^Jibor, ne^jiborho0d, ne^|ib5rly, obe/, pre/, re^n, re^n, re^nde^r, ske?n, sle^H, ve^l, v^n, we^|i, we^Jlt, s MANUAL OF INSTRUCTION 53 PHONETIC LIST NO. 48 To be completed before reading Second Reader, page 119. NEW PHONOGRAM : 1. Pronounced like 6. a^ttomob'il^, fati'g]i^, magazin^, marin^, merino, , trio, PHONETIC LIST NO. 49 To be completed before reading Second Reader, page 125. NEW PHONOGRAMS: ph and gh. Pronounced like f. camphor, Cipher, «6^gh, dolphin, draught, enough, hyphen, Joseph, layigh, laughter, nephew, orphan, pamphlet, phaeton, pharmacy, pheasant, Philip, phlegm, phlox, ph^ebe, phonetic, physic, Ralph, roylgh, ro]/igh ly, spher^, sulphur, telephon^, t6]igh, to]igh^n, to]igh er, tr6]igh, typhoid, whocip- PHONETIC LIST NO. 50 To be completed before reading Second Reader, page 129. NEW PHONOGRAMS : (51, (5£, SI, fife, tl. Pronounced like sh. action, addition, affection, antflent, attention, , €a]itlon, ^ayitl^us, condition, deli(51^us, 54 THE RATIONAL METHOD IN READING ex eurgion, fero&^us, friction, grains, martial, mention, motion, musician, nation, naylg^iis, notion, occasion, 5(5£an, partial, pas- gion, patience, patient, pension, pgnmsgion, physi- <51an, portion, position, pre<5i0us, relation, spag^, spa<5i^us, special, station, suspicion, suspi<5i0us, vacation, vexation, vexatious, vitfi^us. THIRD YEAR'S WORK The course of phonetic study in the Rational Method in Reading is covered in the first two years of school. This study should, however, be continued regularly throughout the third year and reviewed occasionally in succeeding grades in order to secure and to retain full development of power. The knowledge of sounds thus obtained should constantly be applied in the mastery of all mechanical difficulties in the reading. It is suggested that in a general practice every day, in the third grade, at least, teachers make a systematic review of all phonograms and phonetic lists of the first two years. In addition to this, there should be the daily blend drill of words used in the lesson. The class preparation of the subject matter in the day's reading should also be complete and thorough, 20 , X THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL FINE OF 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO 5O CENTS ON THE FOURTH DAY AND TO $1.OO ON THE SEVENTH DAY OVERDUE. LD 21-100m-7,'40 (6936s) YC 03795 UNIVERSITY OF CALIFORNIA LIBRARY